Most students entering college have issues with writing because they were not exposed to enough opportunities to perfect the craft during high school. After studying John students will have three essay choices and throughout the course of one school week we will go through the various stages of The Writing Process together. The end of the week the finish product (3-5 typed/double space pages) should be ready.
Essay Questions:
Why is Annie so eager to leave Antigua at the end of the novel?
Annie's mother left the Dominica at the age of sixteen. Compare and Contrast Annie's mother reason(s) with Annie's.
Annie happens to be a very smart girl but outside of school she acts differently. Why is this? Try to tie in her connection with The Red Girl.
Skill: The Writing Process
Target Grade Level: English IV (12th grade)
Educator Standard(s): Standard I. English language arts teachers in grades 8-12 know how to design and implement instruction that is appropriate for each student, that reflects knowledge of the Texas Essential Knowledge and Skills (TEKS), that integrates all components of the English language arts (i.e., writing, reading, listening/speaking, viewing/representing), and that is based on continuous assessment.
TEKS objectives: (13) Writing/Writing the Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) structure ideas in a sustained and persuasive way (e.g., using outlines note taking, graphic organizers, list) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meanings;
(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g, parallelism, antithesis,inverted word order, repetition, reversed structures), and by adding transitional word phrases;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
Material's Needed:
Copy of Annie John
Spiral Notebook for Writing
Word Processing Tool
Writing Process Test (Summative Assessment)
Procedures:
Day 1: The Writing Process explained (Students take notes) and pre-writing exercise
Day 2: Begin Writing. 1-2 pages by the end of the period. Homework is to finish.
Day 3: Peer Editing/Teacher Editing of the 1-2 pages. Homework is to bring the revisions to class
Day 4: 2-3 Pages done by the end of the period. Homework send copies to instructor via email for revisions (if wanted). Typed pages due tomorrow.
Most students entering college have issues with writing because they were not exposed to enough opportunities to perfect the craft during high school. After studying John students will have three essay choices and throughout the course of one school week we will go through the various stages of The Writing Process together. The end of the week the finish product (3-5 typed/double space pages) should be ready.
Essay Questions:
Skill: The Writing Process
Target Grade Level: English IV (12th grade)
Educator Standard(s): Standard I. English language arts teachers in grades 8-12 know how to design and implement instruction that is appropriate for each student, that reflects knowledge of the Texas Essential Knowledge and Skills (TEKS), that integrates all components of the English language arts (i.e., writing, reading, listening/speaking, viewing/representing), and that is based on continuous assessment.
TEKS objectives: (13) Writing/Writing the Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) structure ideas in a sustained and persuasive way (e.g., using outlines note taking, graphic organizers, list) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meanings;
(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g, parallelism, antithesis,inverted word order, repetition, reversed structures), and by adding transitional word phrases;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
Material's Needed:
Procedures: